>» I 



A: S 



CIRCULAR. OF 
INFORMATION 



REGARDING APPROVED 
HIGH SCHOOLS ? THEIR 
EQUIPMENT AND THE 
COURSES or STUDY TO 
BE OFFERED THEREIN 




ISSUED BY 



THE STATE COMMISSIONER OF COMMON 
SCHOOLS OF OHIO 






0. OF D. 
Mir, 10 '908 



< THAOes I r"!S" l COUNCIL i 3 



CIRCULAE OF INFORMATION. 



Office of the State Commissioner 
OF CoMMOisr Schools. 

Columbus, Ohio, March 10, 1903. 

To BoanU of Education: 

In the official bulletin of the recognized high schools of the state of 
Ohio sent out from this office under date of January 29, 1903, it was stated 
that it was ni}^ intention to prepare a revised list of recognized high schools 
on or about the first of next November. To the end that all reports may 
be carefully examined and the results tabulated, notice is hereby given to 
those interested to file in regular form prior to said date all corrections, 
reports, changes, or other important items of information looking toward 
recognition or grade advancement. The department has been asked many 
questions relative to proposed changes of curriculum, increase of laboratory 
and library equipment, reasons for present assigned grade of school, and 
other matters of similar import. Other questions will undoubtedly arise. 
These should all be answered fully and promptly ; official courtesy demands 
as much. The department, however, in justice to other important duties, 
cannot spare the time and clerical labor required to write detailed replies 
to all questions. Besides, there is a general demand for a more satisfactory 
statement of approved courses, and the accepted work and equipment for 
high schools of each grade. The following is an attempt to supply some 
of the definite information requested, difficult as the task may be. For 
convenient reference the whole matter has Deen treated under separate 
heads. 

BUILDINGS AND GROUNDS. 

The use, of buildings separate and apart from the elementary schools 
is in the maki recommended. High schools with their libraries, laborato- 
ries, recitation rooms, their changing classes and peculiar requirements, 
thrive best when separated from the schools of lower grade. Such a policy 
is not always possible in the smaller districts, l)ut is so far as practicable the 
policy to bo encouraged. Boards of education should give attention in a 
special way to the light, heat and ventilation of high school rooms. The 
needless climbing of long stairways should be avoided; all toilet arrange- 
ments should bear the stamp of common decency. Laboratories should be 
constructed and equipped in proportion to the needs and size of the classes; 



and libraries should he for use iMlhrr lliaii oniaiiK'iitation. The i)laiitiiig 
of shade trees, the eonstruetion of Avalks. the eare of the greensward, the 
construction of the Imildino- itself, and the i)rovLt>ions for sanitary closets 
should he in keejiing with the hi'^hest exjjression of culture and refinement 
in the coniniunitv, the high school being the crown of the local school system. 

i!i:crr.\TioN PF.iiiODS. 

The recitation periods should continue from thirty to fifty minutes, 
according to circumstances; and, speaking ordinarily, no })upil should 
have over twenty recitation periods a week. All references to liln'ary books 
or encyclopedias and all tasks given should be definitely assigned. Care 
must be exercised that the hour spent in laboratory work does not become 
Merc entertainment or play; it should be })urposerul and scientific. 

LIBRARIES. 

No high school can accomplish such work as it should without ready 
access to and a fair e(piipment of well-selected books. For the general 
puri)oses of the school these should consist of literary and classical hooks 
for use in the study of literary subjects; of historical and l)iographical 
books for use in historical suhjects; of hooks relating to science; and of 
encyclopedias, dictionaries, and reference books. Fine discrimination is 
needi'd in their selection. Often a library of 50O well-selected hooks 
rightly used is worth more to a school than a large city liljrary selected 
with no conception of the nei'ds of high school classes. JMagazines and 
daily j)apers can often he use(l to advantage 

APPARATUS. 

Sutlicient emphasis is given to this matter in the statement of a])- 
proved courses found elsewhei'e in 11) is circulai-, but a word of caution 
will not be amiss. Boards of education should not lie deceived into the 
l)urchase of chea}) un[)edagogical charts and devices peddled by divers 
agents more interested in their commissions and ])rofits than in the quality 
of their commodities. Much of the best apparatus is inexpensive. All 
laboratoi'ies should be lilted and designed for [practical use rather than or- 
namentation; they are work-shops ratlier than ])lay-rooms. , 

HIGH SCHOOL TEACIIEUS. 

The teachers selected for the high schools should be chosen for their 
special fitness for the work to be done. Graduates and professionally 
trained teachers should be pi'el'ei'i'ed, and boards of education should re- 
member that the (piality and cbaractei' of the instruction are of command- 
ing importance. Buildings and laboratories, books and courses of instruc- 
tion, important as they are^, aru not to be compared to the services, spirit 



and attaimnents of genuine teachers; and good teaching costs money. No 
high school will be given the first grade without having at least two 
teachers. 

A WORD TO SMALL DISTRICTS. 

From the correspondence of the past year I am persuaded that the 
aml)itions of some of the smaller districts of the state to secure to their 
high schools the first grade recognition are not always attended with the 
display of good judgment. It is perhaps not best for all of the districts to 
seek to spend as much money as will be required to maintain first grade 
high schools. The elementary schools must not be weakened or injured, 
desirable as high schools may be. Further, it is a question whether there 
ought not be a union of forces in some sections whereby some of the 
smaller schools may be improved for the benefit and convenience of sev- 
eral districts, and other small high schools now maintained be abandoned. 

HIGH SCHOOLS OF THE FIRST GRADE. 

< 

Measured by the requirements of section 4007-4, a high school oi the 
first grade will require an aggregate of not less than 512 recitations per 
year, and 2,048 in four years, for graduation. Each such school must pro- 
vide four years of not less than thirty-two weeks a year of approved work 
and ofller the equivalent of four courses a year of not less than four recita- 
tions a week in each course, or a total of sixteen courses for graduation, a 
course being defined as not less than four recitations a week continued 
throughout a school year. When section 4007-2, which defines the high 
school, is analyzed and made to apply to the daily practices and nomencla- 
ture in vogue in the schools, it will be found to cover about seven groups of 
studies. In practice these are styled — (1) Ancient and Modern Foreign 
Languages; (2) English (including Composition, Ehetoric, English and 
American Literature) ; (3) History (including U. S. History, Civil Gov- 
ernment, General History, etc.); (4) Mathematics (including advanced 
Arithmetic, Algebra, Geometry, Trigonometry, etc.) ; (5) Science (in- 
cluding the various divisions of ISTatural, Political and Mental Science) ; 
(6) Commercial and Industrial Branches, and (7) Advanced Beviews of 
the Common Branches. 

To give boards of education some freedom and choice in making 
their curriculums, and at the same time to represent all the essential lines 
'of work enumerated in the law, I have thought it best to exercise the 
power granted to the State Commissioner of Common Schools in approv- 
ing the courses and to indicate a minimum of work for twelve of the six- 
teen courses required to be offered, as follows: In Latin or other foreign 
languages not less than four years of work; in English not less than two 
years of work; in History not less than one year of work; in Algebra not 
less than one and a half years, and Geometry not less than one 3^ear of 
work; and in Science not less than two and a half years of work, one 



year of wliieh must l)e in Pliysics. The remaining four courses may be 
selected at will from other approved courses, or be given to those named 
above, or if thought best be apportioned to both. 

In offering electives boards will be governed "by the statement of ap- 
proved courses given elsewhere in this cirjcular. 

All schools of this grade — the highest recognized by law — will be re-r 
quired to possess standard equipment, employ not less than two high 
school teachers, and otherwise meet all reasonable requirements and offer 
all tlie facilities necessary for standard high school instructioij. 

HIGH SCHOOLS OF THE SECOND GRADE. 

Measured by the requirements for second grade high schools such 
schools will require an aggregate of not less than 512 recitations per year,, 
and 1,536 in three years, for graduation. Each such school must continue 
not less than thirty-two weeks a year and offer an equivalent of not less 
than four courses a year of not less than four recitations a week in each 
course. I have not deemed it important to outline definitely as to what 
will ))e required in second grade high schools in each course, preferring 
for the time beijig to examine each curriculum by itself. In general it is 
recommended that the Foreign Languages, English, History, Mathematics, 
and Science be given proportionate representation in the curriculum. 
Schools of this grade will be required to possess a fair equipment, and 
have teaching force sufficient to do the t u'elve courses of work in a satis- 
factory manner. 

HIGH SCHOOLS OF THE THIRD GRADE. 

Measured l^y the requirements for third grade high schools sucb 
schools will require an aggregate of not less than 448 recitations per year, 
and 896 in two years, for graduation. Each such school must continue not 
less than twenty-eight weeks a year, and offer an equivalent of not less 
than four courses, a year of not less than four recitations a week in each 
course.' Considerable choice will be allowed in selecting the eight ap- 
proved courses offered. 

STATEMENT OF APPROVED COL'RSES. 

1. Ancient and Modern Foreign Languages, 
a. Latin. Tlie importance of this branch is acknowledged. Xo high 
school has l^'en recognized thus far as belonging to the first grade which 
does not offer four years of work in this branch. The aim of those in- 
1 rusted to teach this study should be to secure not only ability to read and 
ju'onounce Latin, to construe and to render into idiomatic English, but 
also to make pupils ac-quainted with Eonian antiquities, ancient history and 
gt.^ography. To these should be added a study of our own English speech, 
as influenced by the Latin language. The ordinary requirements and 
order ol presentation are as here given: 



First Year — Beginner's Latin, and Grammar. ' 

Second Year — Cassars Gallic War (four books) or selections from 
miscellaneous sources. 

Third Year — Cicero's Orations (six orations). 

Fourth Year — Virgil's Aeneid (six books). 

h. Greel-, German, French, or Spanish. Certain high schools give in 
Greek the Beginner's Book, Xenophon's Anabasis, and Homer's Iliad ; 
others offer the Elementary Book in German, French, or Spanish, and 
follow the same with selected classics. In high schools of the first grade, 
if any courses are offered in these languages, it is urged that not less than 
two years be devoted to the language chosen, otherAvise college recognition 
of such work is likely to be denied. 

2. English. 

a. Composition and Rhetoric. There are so many phases of the 
study of English that it is difficult to express the matter in short compass. 
Each pupil should be taught to write clear and correct English. His daily 
and weekly practice in preparing written exercises and making para- 
graphs, abstracts, outlines and developing themes and giving reproduc- 
tions; his study of the English sentence; his choice of words and growth 
in vocabulary; his acquiring a working knowledge of the rales and princi- 
ples of rhetoric and the development of correct habits of thought and ex- 
pression — these, it seems to me, are a very important part of high school 
work. 

b. The History of Literature. The historical development of our 
literature; the biography of the great writers; the periods of special liter- 
ary activity, and the development of our English language, are matters 
for proper study in well-conducted high schools. While important, per- 
haps it is well to say they are not of supreme importance, but no person 
should b,e allowed to graduate from a first grade high school without some 
idea of the history of our great literature. 

c. English and American Classics. It is the practice of many of the 
better high schools of the state to read critically the books outlined by the 
association of eastern colleges. The study of characters, plots, purpose,, 
style, and the memorizing of choice quotations of standard classics are tO' 
be encouraged. The figures of speech should be understood; and outside: 
reading should be looked upon with favor. 

For convenience the college requirements are here given.* For care- 
ful study, 1903 and 1904: Shakespeare's Macbeth; Milton's L' Allegro, II 
Penseroso, Comus, Lycidas; Burke's Conciliation with America; Macau- 
lay's Essays on Milton and Addison. For general reading, 1903 and 1904 : 
Shakespeare's Merchant of Venice, and Julius Caesar; The Sir Roger de 
Coverley Papers; Goldsmith's Vicar of Wakefield; Coleridge's Eime of 
the Ancient Mariner; Scott's Ivanhoe; Carlyle's Essay on Burns; TeAny- 



6 

son's Princess; Lowell's Vision of Sir Launfal; George Eliot's Silas 

Marner. 

3. History. 

a. U. S. Ilistory (advanced). The advanced intensive study of the 
History of the United States must not be confounded with the study of 
the elementary text in the seventh and eighth ye^rs of the elementary 
schools. If taken in the high school as a separate branch it should be as- 
signed a place toward the end of the curriculum and be given not less than 
one-half of a year. All pupils should have ready access to a libraiy of not 
less than fifty or seventy-five specially selected volumes on American his- 
torv and Ijiography. The investigation of special topics and periods, to- 
gether with their causes and effects, and the liberal use of note books and 
participation in discussions are recommended. The correlation of this 
In-anch with civil government is in a way possible. 

h. Civil Government. The high school text book study of civil gov- 
ernment is not to be confounded with the incidental study of the subject as 
a part of the United States history course required in elementary schools. 
It must be a study of the whole subject as presented in some standard 
text, and continue not less than a half-year. Such documents as the Ordi- 
nance of 1787, the constitution of the state of Ohio, and of the United 
States, should be given special attention. 

c. General History. Many schools, especially in the smaller districts, 
use Init one text on Ancient and Modern History, giving a year to the 
In-anch; others use separate texts on English History, Greek and Eomari 
History, and American History, giving in effect a year and a half or 
more to the whole matter. It seems to me that a year to this important 
branch is as short a period as should be accepted in any school. In every 
instance the school library should contain some of the large standard gen- 
eral treatises, a number of the most important biographies, and provide a 
ready access to encyclopedias. Xot only should pupils become acquainted 
in the high school with the general outline of history, but they should be 
taught to study individual epoch-making events, and learn something of 
the institutions, daily life and ideals of various peoples ancient and modern. 

If. Mathematics. 

a. Arithmetic (advanced). The assignment of this branch as a rec- 
oo-nized high school study is not looked upon with favor except as made 
supplementary to algebra and other subjects, or as used for advanced re- 
view work toward the end of the high school curriculum, or as one of the 
comnaercial courses offered in schools otherwise attaining the standard. 
As a rule arithmetic should be fairly completed in the elementary schools. 
However, after pupils have had algebra and geometry, a review of this 
1 -.ranch will often be found of service. 

h. Algebra. This branch is so important in giving a new view to 



mathematics, already learned and making possible subsequent investiga- 
tions, it is thought best to recognize no school which does not give the 
equivalent of one and a half years to the branch. Whether geometry is 
introduced before algebra is completed or afterwards is not so important as 
that the work be thoroughly done. 

c. Geometry. In schools offering l^oth plane and solid geometr}^, a 
ATar is ordinarily given to plane geometry, and a half a year to solid 
geometry. Some schools do not teach solid geometry, substituting trigo- 
nometry therefor. The benefits derived by pupils from the accurate and 
definite processes of mathematics, whether arithmetic, algebra, geometry, 
or trigonometry, are greatly increased by assigning to such branches 
teachers who thoroughly understand their work. 

d. Trigonometry. If this branch is taken in the high school at all, 
not less than a half-year should be devoted to its consideration. A few 
schools require it, others offer it as an elective. 

5. Science. 

a. Physiology (advanced). The instruction given in this branch is 
not to be confounded with the ordinary work required in the elementary 
schools. Its character should be such as to merit recognition as advanced 
btudy, and a half-year be given to it. Some laboratory study certainly is 
desirable. The micro_scoT)e can be used to give a fair idea of the various 
tissues. Chemistry will assist in making tests in the composition of vari- 
ous substances, and in the study of foods. 

h. Botany. The subject of botany is given about a half-year of 
study in most higher grade schools. A laboratory is desirable with either 
simple or compound microscopes or both, and the usual equipment of 
water, gas, and tables. The collection of specimens, their analysis and 
classification, and the making of the herbarium are conducive to the scien- 
tific spirit and training. 

c. Physics. The great importance of this branch is acknowledged. 
Thus far no high school of the first grade has been recognized as such 
where less than one year is devoted to this branch. It must not be pur- 
sued simply as a text book study. Experiments performed by the pupils 
themselves in laboratories properly supplied with apparatus and work 
tables, are indispensible to the correct study of the text. Two hours in 
the laboratory Avork to three in text book study is a fair division of time. 
A fair supply of apparatus for this work, outside of the construction of 
tables, and arrangements for heat, light, and water, can be bought or 
made at a cost of from $100 to $300, and a good supply can be had for 
$500 to $700. 

d. Clicmi'stry. Quite a number of the better high schools offer a 
course of one year in chemistry. If such work is attempted a chemical 
laboratory with modern up-to-date equipment and opportunities for indi- 



vidunl work is iiidispcnsihlc. Oi'dinarily i>pcakin,!j,', ilic cliemvcal and phys- 
ical lal)oratories should be separate,. Init. should he of easy access to each 
other. 

c. Pliijs'ual Genera [ill ij. Tlie text l)ooks on physical geography differ 
materially, some l)eing intended for the first years of the high school curri- 
culum, the others foi- the latter part of the curriculum. Despite tech- 
nical distinctions it is safe to say that the teaching of the subject of physi- 
cal geography is attended with good results. A half-year devoted to this 
study is time well spent. It answers a demand. In connection with the 
text book study it presents an excellent opportunity to teach or review 
descriptive geography, geology, and other branches. 

/'. Biology, Geology, Astronomy, Etc. A number of schools offer 
courses in other sciences such as biology (zoology)_, geology, astronomy, 
political economy, and psychology. These courses are usually elective, and 
ordinarily run for a half-year each. It is not deemed important to speak 
of these in detail. 

6. ''CoinDicrcial and Induslnal Ihriitclics." 

There has been a growing tendency for some years past to offer in 
the larger schools courses in such commercial subjects as bookkeeping, 
phonography, typewriting, commercial law, and commercial geography, 
side by side with the college entrance courses. There is also a recognition 
of mechanical drawing, manual training, agriculture and other matters 
industrial in character. I have not thought it best to speak of them in 
detail, preferring that each case be considered on its merits. The same 
thing is true of vocal music, elocution, and other advanced studies offered. 

7. ''Advanced Reviews of the Common Branches." 

The law recognizes advanced reviews of the common branches as a 
part of the high school work. It is important that no misunderstandings 
arise as to the meaning of the law. To give unity of arrangement in the 
courses and definiteness of meaning to this language it is hereby insisted 
that such "reviews" be nuide either incidental to other recognized high 
school studies or that they be placed well toward the end of the curricu- 
lum. It will l)e insisted that seven of the eight courses offered in third 
grade high schools consist of approved hi^h school courses other than 
"reviews"; that eleven of the twelve courses offered in second grade high 
schools consist of sucli appi-()\cd courses; and that fifteen of the sixteen 
in the first grade schools cnnsisl of such approved coiirses. The intention 
is to recognize, when I'iglilly jihinued and ])rop('rly placed, not more than 
one course for a year, oi- its e(|uivah'iil, in "'advanced reviews of the com- 
mon branches." Some choice as to the character of these reviews and the 
sequence of subjects presented will be given. The one real insistence is 
that the expression "advanced reviews" means in effect a new and larger 



view of branches of study once fairly completed, not merely a continuation 
of elementary school subjects in the first year of the high school. 

GRADUATION. 

Section 4007-5 reads in part; "A diploma shall be granted by the 
board of education to any one completing the curriculum in any high 
school, which diploma shall state the grade of the high school issuing the 
said diploma as certified by the State Commissioner of Common Schools, 
and shall be signed by the president and clerk of the board of education, 
the superintendant and principal of the high school, if such there be, and 
shall bear the date of its issue. A certificate shall also be issued to the 
holder of each diploma in which shall be stated the grade of the high 
school, the names and extent of the studies pursued and the length of time 
given to each said study to be certified to in the same manner as set forth 
for a diploma." 

It is the evident intent of this part of the law that each graduate shall 
receive a diploma suitable for preservation as is usual in such cases, and in 
addition a certificate of work done for commercial, college, or professional 
purposes. It does not -appear to me necessary to outline a form to be used 
for the dij)loma, as the custom is well understood. In the matter of the 
form to be used in the certificate, however, it seems to me that some uni- 
formity should obtain throughout the state. Accordingly I have outlined 
a form and caused it to be made a part of this circular, with the recom- 
mendation that it be substantially followed. 

LEWIS D. BONEBEAKE, 

State Commissioner of Common Schools. 



wr \^<j|l<jl\d. 



10 



iliiiMiiillllilllilillllllllllillilliiliilll mill III 
019 745 264 t 



CERTIFICATE OF HIGH SCHOOL EECORD. 

This is to certify tlmt was reojularly 

graduated on liM). . from a })ul)lic High School 

maintained by \he i')()ard of Education of School 

District. County, Oliio; lliat at the date of said 

graduation said Higli School was according to law a regularly recognized 

High School of the Crade; and that the following is a 

correct statement of the work done bv said graduate: 



Subject. 



Te\t Book Useii. 



Amount of Work. 



No. of 
Weeks 



No. of 
Recita- 
tions 
per 
Week. 



Leng-th 

of 
Recita- 
tion 
Period 



Grade 
on 

Scale 
of 
100 



Supci'inteiidcni. 

Principal. 
190. . 



.. . ., President. 



., Cleric. 



LIBRARY OF CONGRESS 



019 745 264 A 



HoUinger Corp. 



